Abstract

The maker education movement is growing in the United States. In order for this movement to gain widespread acceptance it is critical that students’ learning goals and progress towards those goals are clearly visible to all stakeholders. Given that traditional assessment methods may not be best suited for measuring some of the higher order skills associated with maker education, this paper explores this essential question: What are the critical principles and practices to consider when designing an effective assessment plan for maker education? Following a brief definition and history of maker education, the authors suggest that there are eight principles and five practices worthy of consideration when designing an assessment plan for students engaged with maker education experiences. An appendix containing example assessment tools is included.

References

[1]. Agency By Design. (2015). Maker-centered learning
and the development of self: Preliminary findings of the
agency by design project. Cambridge, MA.

[4]. Derhally, L. A. (2016, May 19). Kids don't know how to
play on their own anymore. Here are four ways to change
that. The Washington Post. Retrieved from
https://www.washingtonpost.com/news/parenting/wp/20
16/05/19/4-ways-to-get-kids-to-play-more-and-to-enjoyit/

Abstract

This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational–affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups.

[12]. Butler, R. (2000). Making judgments about ability: The role of implicit theory of ability in moderating inferences from temporal and social comparison information. Journal of Personality and Social Psychology, 78(5), 965- 978.

[16]. Conrad, D. (2013). Pondering change and the relationship of prior learning assessment to MOOCs and Knowledge in Higher Education. PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment, 2(1).

[17]. Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314-325.

[28]. Hilton, J, L., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50.

[55]. Sadykova, G. (2014). Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US. International Review of Research in Open and Distributed Learning, 15(3), 25-49.

[56]. Schank, R. C. (2002). Designing world class elearning: How IBM, GE, Harvard Business School, and Columbia University are succeeding at e-learning. New York: McGraw-Hill.

[57]. Schrum, L. (2015). Distance Learning: Where have we been & where are we going? Nova Southeastern University.

Abstract

The use of smartphone for socialising and learning has become a norm among students in Singapore. Educational institutions are creating lessons and applications for use on mobile platforms. However, the effectiveness of smartphones for learning has not been well studied in Singapore. This study was conducted to understand the association between smartphone use for learning activities and academic performance (measured by cumulative GPA) in a sample of tertiary students in Singapore. A questionnaire that contained questions concerning demographic data and use of smartphone for learning was used for data collection (n=619). Results showed that there is a significant association between smartphone use for learning activities and student's cumulative Grade Point Average (cGPA) (p< 0.05). Results also indicated that female students used the smartphones more frequently for learning compared to male students and international students made more frequent use of smartphones for learning compared to local students. Students' level of satisfaction with using smartphone for learning activities was also surveyed. In conclusion, this study showed that students who used smartphones for learning had higher academic performance (cGPA). Variables such as gender and nationality of students played a role in smartphone use for learning and impacted on students' cGPA.

References

[2]. Alzougool, B., & AlMansour, J. (2017, May). The use of
Smartphone for Learning Activities by University Students in
Kuwait. In Proceedings of Teaching and Education
Conferences (No. 4907508). International Institute of
Social and Economic Sciences.

Abstract

This monograph provides in-depth mathematical logic as the foundational rationale for the novel and innovative online instructional methodology called the 4A Metric Algorithm. The 4A Metric has been designed to address and meet the meta-competency-based education challenges faced by 21st century students who must now adapt to and learn in a multitude of educational settings (face to face, hybrid, and online). The 4A Metric has a geometrically-spatial infrastructure that mathematically defines its unique online “E–Learning Engineered” methodology for online information delivery. This methodology is defined as a “Quadrilateral Function of E–Learning Engineering” that is grounded in neuroscience of mathematical trichotomy and the “neuromeasurement” of the “Bi-coordinate Scale of Learning”. The 4A Metric as an instructional methodology detailed in this narrative also provides an active solution that when implemented via an institutional Learning Management System (LMS)/Content Management System (CMS) uses virtual methods to achieve maximized information delivery in terms of meta-competence-based education for online learning. The explicative nature of the “Quadrilateral Function” also adds further mathematical value to online learning investigative inquiry through measurement, the efficacy of digital instrumentation, and information gathered through tools developed specifically for eduscientifically–engineered (Osler, 2013a and 2013b) research designs (Osler, 2013b and 2015a).

[7]. Carrero, M. D. (2011). One vital organ: Heart is more
than a pump. The Morning Call. Retrieved February 12,
2011 from http://articles.mcall.com/2011-02-12/health/mchealth-
neurocardiology-20110212_1_heart-disease-unitedstates

[8]. Cherry, K. (2014). What is cognition? About Education.
Retrieved from http://psychology.about.com/od/cindex/
g/def_cognition.htm

[32]. Osler, J. E. (2015a). Trioinformatics: The innovative
and novel logic notation that defines, explains, and
expresses the rational application of the law of trichotomy
for digital instrumentation and circuit design. i-manager's
Journal on Circuits and Systems, 3(2),1-7.

Abstract

Information and Communication Technology (ICT) has provided the better learning opportunities to the present teachers and learners across the world. In the era of internet, many educational resources are free and lot of free softwares are also available. In our country the basic operating system used in educational institutions are proprietary in nature and we all are dependent to that. But in past few years the Free and Open Source Software (FOSS) movement has broken the outlook of using the paid softwares. In the generation of online learning, where Massive Open Online Courses (MOOCs) are being used by educators for transacting the curriculum based material, we need to use the available FOSS also. The Indian Government is also encouraging the usage of GNU/Linux in all the institutions. Still there are lots of barriers which are making teachers and students reluctant towards the usage of FOSS in education. So in this research paper, the authors have attempted to conduct a small scale research to find out the awareness of FOSS among school teachers along with their usage and barriers. An attempt has also been done to suggest some FOSS, which could be useful for teachers while transacting the curriculum.

References

[1]. Blessing, U. N. (2012). Awareness, availability and utilization of open source software in Nigerian libraries: the way forward, International Research Journal of Library, Information and Archival Studies, 1(1), 1-9.

[9]. Johnston, K., Begg, S., & Tanner, M. (2013). Exploring the factors influencing the adoption of Open Source Software in Western Cape schools. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 9(2), 64-84.

[11]. Mengesha, N. T. (2010). The role of technological frames of key groups in open source software implementation in a developing country context. The Electronic Journal of Information Systems in Developing Countries, 43(1), 1-19.

[15]. Policy on Adoption of Open Source Software for Government of India. (2014). Ministry of Communication & Information Technology, Department of Electronics & Information Technology.

[16]. Saini, S.K. (2013). Use of Free/Open Source Software By Indian Organisations - A Preliminary Study and its findings (Ph.D. Thesis, Faculty of Science And Humanities Anna University Chennai). Retrieved from http://nrcfoss. au-kbc.org.in/smedia/images/downloads/ FAIthesis.pdf

[18]. Shaame, A. (2014). The Adoption of Free and Open Source Software in Teaching and Learning: Case Study Zanzibar Education Institutions, International Journal of Managerial Studies and Research (IJMSR), 2(5), 53-59.

[19]. Shaame,A., Shanmugam, K., and Dehghantanha, A. (2013). An Educational Framework for Free and Open Source Software. International Journal of Innovation, Management and Technology, 4(1), 16-20.

[20]. Ukachi, N. (2015). Awareness, availability and utilization of open source software in Nigerian libraries: the way forward. International Research Journal of Library, Information and Archival Studies. 1(1), 1-9.

[21]. What is free software? (n.d.). Retrieved from https://www.gnu.org/philosophy/free-sw.en.html

[22]. Woodall, L. & Marius, M. (2013). Free and Open Source Software, Open Data, and Open Standards in the Caribbean: Situation Review and Recommendations, UNESC.

Abstract

South Korea has achieved the rank of high tech nations of 21st century, 100% literacy and 100% schools with internet connectivity in a span of 20 years. There are several factors responsible for these notable achievements. Optimal and effective integration of ICT (Information and Communication Technology) in education is one of the main reasons behind successful journey of Korea in various socio-economic spheres. In this backdrop, present study was conducted to understand the journey of South Korea in reference to their initiatives and policies of ICT in education to draw useful lessons for India. This study is mainly based on the review of existing policies and practices, as well as other available literature and statistics related to use of ICT in education in Korea. On the basis of obtained findings, researchers figured out few lessons for policymakers and planners of India to integrate ICT in education in a more effective and efficient way.

[5]. Freeman, B., Marginson, S., & Tytler, R. (Ed.). (2015).
The Age of STEM: Educational Policy and Practice across
the World in Science, Technology, Engineering and
Mathematics. New York, NY: Routledge.